Strategy Lesson Plan Time: 30 min. Co-Teachers: Janelle Townley & Jon Emerson Instructional Strategy: Reading for Meaning
Desired Results
Relevant Minnesota or Nat’l Content Standards: I. READING AND LITERATURE D. Literature: The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts. 1. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from American literature. 4. Evaluate the impact of an author’s decisions regarding word choice, point of view, style and literary elements. 6. Analyze and evaluate the relationship between and among elements of literature: character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme and conflict/resolution. 9. Analyze the characteristics of literary forms. 10. Interpret the effect of literary and structural devices.
Learning Objective: Key Understanding(s) you intend students to obtain:
Perceive a story for more than face value.
The different variations of characters
Impact of point-of-view in literature
Assessment Evidence
What do you want your students to know?
Styles of narration inside a story
The plot terms, their use, and where they fall within a story
What do you want students to be able to do? Students will be able to:
Analyze a short story’s structure
Compare and contrast character types
Be able to identify the elements and structure from a short story
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Refresher
Discussion
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
A “Short Story Organizer”
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Narration (1st person, 2nd person, 3rd person limited, 3rd person omniscient)
Character (flat and round)
How will you teach this key vocabulary to enable students to meet the learning objective?
Through analysis and identification of/in the text
Discussion
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) The climax and resolution of the initial question posed will occur during this lesson: “What does it take to truly know and appreciate a story?”
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Materials/Resources Required:
“Tell-Tale Heart”
Short Story Elements Organizer
SCHEDULE OF ACTIVITIES
Method/Strategy (What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Refresher Activity: Students will be given a tag that identifies them as an element of the plot. They will then line up accordingly in order of where the element falls within the plot. They will then be asked to explain the reason for their position.
5 min
Reading: Students will be each handed a copy of the “Tell-Tale Heart” that is highlighted with different segments. The class will read through the story aloud; each student reading their highlighted segment.
18 min
Post-Reading Assessment: Students will fill out the “Short Story Element Organizer,” identifying each of the elements within “Tell-Tale”
Time: 30 min.
Co-Teachers: Janelle Townley & Jon Emerson
Instructional Strategy: Reading for Meaning
Students will be able to:
How will you check to see whether your class has met your learning objectives?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
The climax and resolution of the initial question posed will occur during this lesson:
“What does it take to truly know and appreciate a story?”
Differentiation Options: questions, stems, sentence frames, strategies, etc.
(What will you do? What do you expect students to do? Include set induction and closing.)